ABSTRACT
The DfES, in their guidelines on global citizenship, point out that the revised national curriculum offers more opportunities than ever before for a global dimension to be incorporated into the life and work of schools.6 It includes, for the first time, a detailed overarching statement about the values, aims and purposes of the curriculum. The statement of values and aims relating to a global dimension is:
The statement of values, aims and purposes also reflects the growing need for young people to be educated to live in a world characterized by rapidly increasing communications:
Some programmes of study, such as geography, history, art and design and music, ensure that a global dimension is included. For other subjects, it is the individual school curriculum, developed around the framework of the national curriculum, that offers opportunities for including a global dimension. The school curriculum should contribute to the development of pupils’ sense of identity through knowledge and understanding of the spiritual, moral, social and cultural heritages of Britain’s diverse society and of the local, national, European, Commonwealth and global dimensions of their lives.’
